Reference no: EM133116813

Exercise 1 Part A- Theory

Use your own words to describe the following single vowels and diphthongs taking into account the position of the tongue (its horizontal position, i.e., front, central or back; and its height, i.e., high, mid or low), the lip position and the length of the single vowels. In the case of the diphthongs, describe the horizontal position and height of the glide, and the lip position. Give four examples of words containing these sounds that are not mentioned in the online course material. Underline the sound you are describing in the words you have chosen.

Part B: Classroom Application
a. Describe the main difference between these two vowels with regard to horizontal position, height, length and lip position and how you would help the students to go from ‘bed' /e/ to ‘bad' /æ/.
b. Give four examples of minimal pairs containing both sounds (/æ/ and /e/)

Exercise 2

Part A:
Describe according to place and manner of articulation and the presence or absence of voice the consonants in the following words. Do not describe repeated consonants.

Part B: Classroom Application
Explain how the knowledge of voicing, manner and place of articulation would help you train students with the pronunciation problems described in a. and b. What techniques or tools will you use to show them how to pronounce these sounds correctly? (The ‘repeat-after-me' type of answer as a solution to this problem will not be considered as a correct answer. Students will not change their manner and place of articulation just by repeating the sound.)

Exercise 3
Part AL Theory

How is the final‘s' pronounced in the verbs below? Write them down under the correct heading.

What other grammatical structures or topics follow the same rule of voicing as the 3rd person simple present verbs where the letter‘s' can be pronounced /s/, /z/ or /iz/? Give examples.

PART B: Classroom Application

Your students pronounce the letter ‘s' in all plural words and simple present 3rd person verbs as /s/. Please explain to them why ‘s' is not always pronounced /s/ by introducing the rule of voicing to them. Refer to the examples in Part A if necessary.

Exercise 4

Identify the vowel sounds underlined. Write the words in the correct box.

attic worst distort bull vanilla sugar measure week horse meat teacher rubber boot bird routine split decent suffer shot arsenal arrive damage chew perhaps

Exercise 5

Theory - Answer the following questions

What is the place of articulation described in the profile?
Which consonant sounds can be pronounced in the diagram below taking into account their place of articulation, not manner?
Which words contain these sounds? (Give one example for each sound. It could be in any position in the word: initial, middle or final position.)

Exercise 6

How would you explain the terms ‘voiced' and ‘voiceless'? How can you help your students realize which sound is voiced and which sound is voiceless? Give 5 examples of each type of sound.

What is the intonation pattern for a Wh- question? What is the intonation pattern for an alternative question expressing choice? Give one example of each case and show the patterns with arrows.

Explain in your own words the concepts of assimilation, elision and linking.

Identify all the cases of assimilation, elision and linking that you could find in the following sentences. Explain the rule in each case.

Would you stay longer?

Has he stayed here before?

Didn't you look inside?

Exercise 7:
Part A: Theory- Stressed and unstressed words.
Read the following passage and underline the stressed words.

In California, angry residents took to the streets to protest against the proposed sales tax increase. The higher tax would hit people on low incomes and on welfare particularly hard. Said one demonstrator: "We've been paying high taxes for long enough, and now we‘ re saying : "No"!

Part B: Classroom application

English is a ‘stress-timed' language - words and sentences have strong and weak parts. Explain to your students
what parts of speech are stressed (strong) in English and what parts of speech are not stressed (weak), what each group is called, and why they are call that way.

what aspect of pronunciation will this knowledge help your students with?

Exercise 8
Classroom application: Correcting students' pronunciation mistakes

a. Identify the pronunciation problem (i.e., is it a voicing, place and/or manner of articulation, vowel length, word stress, sentence stress (weak/strong form) problem, etc.?

b. After identifying the problem, explain how you would help the student improve his/her pronunciation using the knowledge acquired in the module.

cinema

They have worked all day.

picked

bin